Citation link: http://dx.doi.org/10.25819/ubsi/10321
DC FieldValueLanguage
crisitem.author.orcid0000-0001-8752-1973-
crisitem.author.orcid0000-0003-0580-1512-
dc.contributor.authorDittmann, Christian-
dc.contributor.authorForstmeier, Simon-
dc.date.accessioned2023-04-26T14:25:10Z-
dc.date.available2023-04-26T14:25:10Z-
dc.date.issued2022de
dc.descriptionFinanziert im Rahmen der DEAL-Verträge durch die Universitätsbibliothek Siegende
dc.description.abstractBackground: Prior research mainly focussed on the impact of the teacher-student relationship on teachers emotions and wellbeing. Current data shows a relationship between the quality of the teacher-student relationship and children’s mental health. Unfortunately, it has not yet been investigated whether meaningful experiences with teachers also have an impact on students’ well-being and whether an effect can still be found in adulthood. This work examines the impact of meaningful experiences with teachers during childhood and adolescence on the well-being of adults. Methods: The data in this study was collected by using a questionnaire. The current well-being of the participants was assessed with measures of life satisfaction, resilience, anxiety, stress, depressiveness, and self-esteem. Also, participants were asked to briefly write about their most meaningful experiences with teachers and rate them regarding their valence. These experiences were categorized into seven categories using a summarizing content analysis. We then conducted a statistical analysis with the data obtained. Results: The results showed a highly significant correlation between the participants’ self-esteem and the valence ratings of their experiences. Furthermore, the experience category had a substantial effect on individual self-esteem. Overall, this study demonstrated that a relationship exists between the well-being of adults and their experiences with teachers during childhood and adolescence. Conclusion: The results of this study call for a reflective, fair, authentic, and empathetic approach to students. Accordingly, teachers should be intensively trained to establish a relationship with their students that is characterized by appreciation and empathy.en
dc.identifier.doihttp://dx.doi.org/10.25819/ubsi/10321-
dc.identifier.urihttps://dspace.ub.uni-siegen.de/handle/ubsi/2514-
dc.identifier.urnurn:nbn:de:hbz:467-25140-
dc.language.isoende
dc.sourceBMC psychology ; 10, article number 283. - https://doi.org/10.1186/s40359-022-01000-6de
dc.subject.ddc150 Psychologiede
dc.subject.otherExperiences with teachersen
dc.subject.otherWell-beingen
dc.subject.otherSelf-esteemen
dc.subject.otherTeacher-student relationshipen
dc.subject.otherMeaningful experiencesen
dc.subject.swbLehrer + Schülerde
dc.subject.swbWohlbefindende
dc.subject.swbEntwicklungspsychologiede
dc.subject.swbSelbstwertgefühlde
dc.titleExperiences with teachers in childhood and their association with wellbeing in adulthooden
dc.typeArticlede
item.fulltextWith Fulltext-
ubsi.publication.affiliationFakultät V - Lebenswissenschaftliche Fakultätde
ubsi.source.doi10.1186/s40359-022-01000-6-
ubsi.source.issn2050-7283-
ubsi.source.issued2022de
ubsi.source.issuenumber10de
ubsi.source.pages13de
ubsi.source.placeLondonde
ubsi.source.publisherBioMed Centralde
ubsi.source.titleBMC psychologyde
ubsi.subject.ghbsHWBde
ubsi.subject.ghbsHWDde
ubsi.subject.ghbsHTBde
ubsi.subject.ghbsIAECde
Appears in Collections:Geförderte Open-Access-Publikationen
Files in This Item:
File Description SizeFormat
Experiences_with_teachers_in_childhood.pdf1.72 MBAdobe PDFThumbnail
View/Open

This item is protected by original copyright

Show simple item record

Page view(s)

304
checked on Dec 25, 2024

Download(s)

53
checked on Dec 25, 2024

Google ScholarTM

Check

Altmetric


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.